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作者

来源

JOURNAL OF URBAN ECONOMICS,Vol.103,P.1-17

语言

英文

关键字

School accountability; Teacher quality; Teacher labor markets; Administrative data; REGRESSION-DISCONTINUITY DESIGN; LOW-PERFORMING SCHOOLS; STUDENT-ACHIEVEMENT; PUBLIC-SCHOOLS; QUALITY; ENTRY; PRODUCTIVITY; ATTRITION; BEHAVIOR; VOUCHER

作者单位

[Feng, Li] Texas State Univ, San Marcos, TX USA. [Figlio, David] Northwestern Univ, 2040 Sheridan Rd, Evanston, IL 60208 USA. [Figlio, David] NBER, 2040 Sheridan Rd, Evanston, IL 60208 USA. [Sass, Tim] Georgia State Univ, Atlanta, GA 30303 USA. Figlio, D (reprint author), Northwestern Univ, 2040 Sheridan Rd, Evanston, IL 60208 USA.; Figlio, D (reprint author), NBER, 2040 Sheridan Rd, Evanston, IL 60208 USA. E-Mail: figlio@northwestern.edu

摘要

We exploit a 2002 change in Florida's school accountability system, and use regression discontinuity and difference-in-difference approaches, to study the effects of accountability pressure on teacher mobility. While school grading "shocks" do not affect mobility at most parts of the measured school quality distribution, there exists strong evidence that teachers are more likely to leave schools that have received a failing grade. Receipt of an "F" grade translates into differently higher turnover for the best teachers, measured by contributions to student test scores, at a school. These results are robust to a wide range of parametric and nonparametric model specifications.